wabe 2013 lang culture workshop

7/28/2019 WABE 2013 Lang Culture Workshop

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What’s Culture Got to Do with It? :Enhancing Academic Language Skills through Home-School Connections

Eric J. Johnson, Ph.D.

Washington State University Tri-Cities

Angela Johnson, Ed.M.

Heritage University Tri-Cities

Maya Angelou Elementary, Pasco School District



Session Roadmap1. Language & Culture

2. Culture & Literacy

3. Literacy & Academic Language

4. Home Visits & Funds of

Knowledge5. Classroom Applications



WA State Language Policy

“English Language Learners will meet state standardsand develop English language proficiency in an

environment where language and cultural assets

are recognized as valuable resources to learning.”

(Washington TBIP)

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So, what is the relationship between

language and culture?



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Culture



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Bias, Ethnocentrism, & Markedness

A B

D

C



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Marked

Marked------------------------------------------------------------------UNMARKED --------------------------------------------------------------Marked

Marked

Markedness

Theory



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Provide culturally “unmarked” and “marked”

examples for the following activities:

Unmarked Marked

Transportation

Eating

Habits



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~Cultural Transmission~

• Enculturation C1

• Acculturation C1 C2

• Deculturation

C2



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How does language reflect culture?



“Cultural” PersPeCtives of english

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“Cultural” PersPeCtives of english,

part II



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Culture & Literacy:How are language, culture, and literacy related?



Rebus IQ Test

(meaning)

(coding)

A

B

C

D

E

F

English

españolрусский



basement

Reading as a Sociocultural Process:Decoding cultural and linguistic knowledge

A

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B C

D E F



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Apply the same cultural/linguistic knowledge analysis

to the following sentences:

A. The bandage was wound around the wound.B. She threw a head of lettuce at my head.

C. Upon seeing the tear in the painting I shed a tear.D. He was canned for flushing the pop can down the can.

Homonymy & Polysemy



Comprehension & Context Clues

?“Lord, we thank thee.”



Literacy &

Academic Language

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Domains of (Academic) Language Proficiency

Oracy Literacy

Productive Speaking Writing

Receptive Listening Reading



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Oracy Literacy Productive Speaking Writing

Receptive Listening Reading

Language domains across contexts:

School

Art

ShoppingCookingSportsetc.



Contextualizing Language Skills

_____________Language Proficiencies

________Oracy _________Literacy

ProductiveSkills

ReceptiveSkills

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Reframing Academic Language Skills

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Language of School

Oracy

Skills

Literacy

Skills



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School Math

Social Studies

Science

Language ArtsBand

Soccer

etc.

The Language of

xyz

Oracy Skills Literacy Skills



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SchoolLanguageHomeLanguage

Classroom

Success

Language

of Home

Oracy

Skills

Literacy

Skills

Language

of School

Oracy

Skills

Literacy

Skills

Home Literacies & Practices



Economics

Geography

Politics

AgricultureSports

Technology

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Religion

Language

History

Childcare

Art

Cooking

Funds of KnowledgeAccumulation of life experiences, skills,

and background knowledge



Bridging Students’ Funds of Knowledge

ELLs need :

– access to classroom environments that buildon their background and knowledge;

– their L1 to be honored while being used as asupport to develop their L2;

– to be provided ample opportunities to show

what they know.(Kersaint, Thompson, and Petkova,2013)

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How can teachers understandand use students’ funds of

knowledge?

Engaging with students' home lives includesbuilding solid relationships with parents.

(Egbert and Salsbury, 2009)

Home visits

Teachers collect specific examples of their ELL

students' funds of knowledge to develop lessonsthat are more culturally relevant to theirstudents.

Student generated lessons30



Why Home Visits?

Ceasar



Funds of Knowledge in theClassroom

Lessons are even more meaningful to students whenthey are based on their literacy and numeracy practicesoutside of school (Hornberger, 2003b; McCarty, 2005; Moje, Overby,

Tysvaer, & Morris, 2008; Street et al., 2005; Zentella, 2005).

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Writer’s Workshop- building onstudents’ experiences and strengths

Purpose: Authentically engage students as writers

Provide students with structure to write--scaffolding

Differentiate instruction to meet the needs of each student

Gauge my students’ home experiences

Create a love of writing

Enable students to write to communicate their culture and shareexperiences (in writing, speaking, illustrations, etc.)

Students generate their own topics and choose their writing style Students work on their own pace

Free choice

Respect students’ language level

Build on strengths



Writing Idea Box

• Students generate their topics, ideas and prompts that

are relevant and meaningful to them.

• Students learn each other’s point of view, cultural

background and their ways of using language.



Story Cubes

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• Resources like Story Cubes allow students to express

familiar discourses and interpret the dice in significant

ways to represent their life contexts through writing.



• Build onstudents’ texts

to modelwriting, styleand voice.

• Set highexpectationswith texts theyare capable of

generating.

Student Generated Lessons: Teaching to



Student Generated Lessons: Teaching toand Learning from Fellow Classmates

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Lesson 1 Lesson 2



Naomi



Questions? Comments? Concerns?

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wabe 2013 lang culture workshop

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